285
ii
hi
School A 7.6.82 P19∕20 hi P20∕21 hii
Ml
It may be that when the classroom’s disordered
some of the children are very unhappy.
SS2 - inaudible -
Ml
- I've noticed that I went into somebody's
SMILE lesson - 1st years, they were and it
just went to pieces and the teacher said 'Just
put your books away, we're not doing any Maths'
and some of the expressions on the faces of
the
kids
saw one of the girls cry
- she wanted to do her
wasn't allowed to do it
tion in the classroom.
Maths so
111
uch and she
because of the disrup-
I thinkkids feel that
they have to go to s chool and if they have
to go there they might as well learn.
SS3 I don't know. I think it's more -
SSl Well some of them.
SS 3
But I think we've come a long way since -
I think any sort of creative element has
been stamped out and yet how do kids - how
can they be creative? What is there about
it, how can they give? - living in a society
where everything is there to be consumed -
a child can't be creative in that, or worse
than that they'll be forced to get in that
consumer
society and not be able to consume
and so to expect some sort of learning -
intense learning - creative processes - when
the momentthey walk out of that school their
creativity there is no outlet for it, there's
nothing creative about people on a production
line .
The concern with the possibilities for creativity for working class
pupils in inner city schools is a theme which this student is involved
4
in, both practically in school and theoretically, in his course work.
In the following extract a colleague begins to explore parallels for
other
of the school
the teachers and particularly recalls
what she felt like in the early days of the course. Once again the
diary containing her immediate account of this is valuable and she
is at
the time going back over it in relation to her own course work.
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